Browsing by Subject "Educación preescolar"

Now showing 1 - 2 of 2
  • Thumbnail Image
    Publication
    Open Access
    Los documentos del Plan Experimental de Educación Infantil
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 1996) Olaya Villar, María Dolores
    En abril de 1985 se inicia el Plan Experimental de Educación Infantil, extendiéndose su accian hasta 1988, desarrollándose a través de tres fases consecutivas, correspondientes a los tres cursos escolares comprendidos en ese lapso de tiempo. Los seis documentos elaborados y ofertados al profesorado y a los centros participantes en el plan de experimentacién, junto con el Anteproyecto de Marco Curricular para la Educación Infantil, componen un interesante exponente de las pretensiones del M.E.C. a la hora de transformar nuesua tradicional educación preescolar, y son analizados minuciosamente en el artículo que Ileva por thulo precisamente: Los documentos del plan experimental de educación infantil.
  • Thumbnail Image
    Publication
    Open Access
    Exploring the Pedagogical Potential of Didactic Audiovisual Translation in Plurilingual Pre-school Education : the Perspective of Pre-service Teachers
    (Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP), 2024) Fernández Costales, Alberto; Bobadilla Pérez, María; Lertola, Jennifer
    Introduction: This study investigates the perception and pedagogical viability of Didactic Audiovisual Translation (DAT) in plurilingual education among pre-service pre-school teachers, using mixed methods. It explores the effectiveness of DAT—didactic free commentary in particular—for language acquisition, as well as its suitability for fostering Content and Language Integrated Learning (CLIL) and contributing to the improvement of foreign language proficiency. Despite previous research on DAT, there is a shortage of studies focused on early childhood education, underscoring the relevance of this work. Methodology: The study involves 103 pre-service teachers and utilizes questionnaires and focus groups to analyze the benefits, challenges, and opportunities of integrating DAT into CLIL practices. Results: Overall, the findings underline participants’ confidence in the capacity of free commentary to enrich the educational experiences of their future students, while acknowledging associated challenges and emphasizing the ongoing need for exploration and refinement for effective integration. Discussion: The findings suggest adapted approaches for plurilingual instruction in pre-school and highlight areas for future research in this educational field. The integration of DAT into CLIL offers opportunities to promote plurilingualism and enhance linguistic and cultural competence.